The North Carolina Teacher Evaluation Process (NC TEP) serves over 100,000 teachers per year throughout the state (U.S. Department of Education, 2021). This process includes formative observations, summative assessments, and formal mentoring to ensure high quality educators. In an attempt to ensure a high-quality evaluation process, hubs at both the University of North Carolina at Charlotte and East Carolina University were developed in 2007 to serve early childhood educators that have a Birth to Kindergarten (B-K) license (de Kort-Young et al., 2016). Both universities house an Early Educator Support Office to provide mentorship and support. The purpose of this report is to provide a description of how the Early Educator Support Office has systematically planned and orchestrated evaluation training to provide valid and reliable teacher evaluations for B-K licensure educators. The report provides an explanation of the educator evaluation process in the state of North Carolina as well as background literature to comprehensively describe the need for a high-quality evaluation process. The report also provides a brief description of the NCTEP rubric and the phased Quality Improvement model. Finally, an overview of the next steps for the Early Educator Support Office research at the end of this report. Finally, an overview of the next steps for the Early Educator Support Office research which include gathering data for the next groups of evaluators and conducting a Many Facets Rasch Model with all evaluators that took part in the interrater reliability certification process with the aim to determine specific supports for evaluators and educators.